A primary objective of nursing programs includes nursing student first-time success on the NCLEX-RN®. As the nursing shortage continues, it is essential to have qualified nursing graduates pass the NCLEX-RN®. One approach nursing programs have chosen to assist with identifying nursing students’ probability of success on the NCLEX-RN® includes the administration of an exit examination. This exit examination which is part of a standardized comprehensive assessment and review program, is an examination that mimics the NCLEX-RN® blueprint. Although this examination is predictive of NCLEX-RN® probability of success, it does not identify whether nursing students were motivated to do well on this test. Furthermore, no studies have been conducted to examine if nursing students were motivated while taking this examination.
Studies reveal that test-taking motivation has a role in test performance. When higher levels of test-taking motivation were identified, higher scores on standardized examinations were more likely to occur (Cole & Bergin, 2005; Liu, Bridgeman, & Adler, 2012; Tella, 2007; Wise & De Mars, 2005). Thus, this correlational study investigated if a relationship between nursing students’ test-taking motivation and exit examination score exists.
A quantitative, descriptive correlational design was used in four nursing programs to assess nursing students’ test-taking motivation when taking the exit examination. This study used a 10-item questionnaire to examine the motivational concepts of effort and importance on the exit examination. Data were collected from four cohorts of nursing students required to take an exit examination at the end of their nursing programs (n=150). The numerical data were analyzed using descriptive statistical analysis.
Using a Likert scale ranging from strongly disagree (1) and strongly agree (5), the study revealed that a moderate correlation existed between nursing students’ Total Motivation Score and exit examination score (r=.311, n=150, p<.001). Further statistical analysis revealed that nursing students’ perceived effort on the exit examination moderately correlated with higher exit examination scores (r=.350, n=150, p<.001). A small correlation was revealed between nursing students’ perception of the importance of the exit examination and their exit examination score (r=.198, n=150, p =.015).
The study’s findings emphasize the role that test-taking motivation plays in identifying preparedness for the NCLEX-RN®. The implications of this study may be used by nurse educators when determining whether a student should be encouraged to complete remediation before taking the NCLEX-RN®. Future studies should examine specifica motivational factors that influence test-taking motivation in nursing students.